Test anxiety and integration processes in reading: Conflicting findings

Zeitschrift fur Padagogische Psychologie

Volumn 10, Issue 2, 1996, Pages 67-76

  Calvo, Manuel G ^a   Jimenez, Alejandro ^b  

^a UNIVERSIDAD DE LA LAGUNA   (Spain)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030508283     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (36)

1. Baddeley, A. (1986). Working memory. London: Oxford University Press.
2. Britton, B. K. & Glynn, S. M. (1987). Executive control processes in reading. Hillsdale, NJ: Erlbaum.
3. Calvo, M. G. & Carreiras, M. (1993). Selective influence of test anxiety on reading processes. British Journal of Psychology, 84, 375-388.
4. Calvo, M. G. & Castillo, M. D. (1995). Phonological coding in reading comprehension: The importance of individual differences. European Journal of Cognitive Psychology, 7, 365-382.
5. Calvo, M. G. & Eysenck, M. W. (in press). Phonological working memory and reading in test anxiety. Memory.
6. Calvo, M. G., Eysenck, M. W., Ramos, P. & Jimenez, A. (1994). Compensatory reading strategies in test anxiety. Anxiety, Stress and Coping, 7, 99-116.
7. Calvo, M. G., Ramos, P. & Estevez, A. (1992). Test anxiety and comprehension efficiency: The role of prior knowledge and working memory deficits. Anxiety, Stress and Coping, 5, 125-138.
8. Calvo, M. G., Ramos, P. & Eysenck, M. W. (1993). Estrés, ansiedad y lectura: Eficacia versus eficiencia [Evaluative stress, test anxiety and reading: Effectiveness versus efficiency]. Cognitiva, 5, 77-93.
9. Carpenter, P. A., Miyake, A. & Just, M. A. (1994). Working memory constraints in comprehension: Evidence from individual differences, aphasia, and aging. In Gernsbacher, M. A. (Ed.): Handbook of psycholinguistics. San Diego, CA: Academic Press, 1075-1122.
10. Covington, M. V. & Omelich, C. L. (1988). Achievement dynamics: The interactions of motives, cognitions and emotions over time. Anxiety Research, 1, 165-183.
11. Crocker, L. & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart & Winston.
12. Daneman, M. & Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 561-584.
13. Daneman, M. & Newson, M. (1992). Assessing the importance of subvocalization during normal silent reading. Reading and Writing: An Interdisciplinary Journal, 4, 55-77.
14. Darke, S. (1988). Anxiety and working memory capacity. Cognition and Emotion, 2, 145-154.
15. Eysenck, M. W. (1992). Anxiety: The cognitive perspective. Hove, UK: Erlbaum.
16. Eysenck, M. W. & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition and Emotion, 6, 409-434.
17. Gathercole, S. E. & Baddeley, A. (1993). Working memory and language. Hove, UK: Erlbaum.
18. Geen, R. G. (1985). Test anxiety and visual vigilance. Journal of Personality and Social Psychology, 49, 963-970.
19. Goldman, S. R. & Saul, E. U. (1990). Applications for tracking reading behavior on the Macintosh. Behavior Research Methods, Instruments and Computers, 22, 526-532.
20. Haberlandt, K. (1994). Methods in reading research. In Gernsbacher, M. A. (Ed.). Handbook of psycholinguistics. San Diego, CA: Academic Press, 1-32.
21. Haberlandt, K. & Graesser, A. C. (1985). Component processes in text comprehension and some of their interactions. Journal of Experimental Psychology: General, 114, 357-374.
22. Just, M. A. & Carpenter, P. A. (1992). A capacity theory of comprehension. Psychological Review, 99, 122-149.
23. Lorch, R. F. (1993). Integration of topic and subordinate information during reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 1071-1081.
24. McNally, R. J. & Kholbeck, P. A. (1993). Reality monitoring in obsessive-compulsive disorder. Behaviour Research and Therapy, 31, 249-253.
25. Mueller, J. H. (1992). Anxiety and performance. In Smith, A. P. & Jones, D. M. (Eds.). Factors affecting human performance. Vol. 3. London: Academic Press, 127-160.
26. Nichols-Hoppe, K. T. & Beach, L. R. (1990). The effects of test anxiety and task variables on predecisional information search. Journal of Research in Personality, 24, 163-172.
27. Perfetti, C. A. (1994). Psycholinguistics and reading ability. In Gernsbacher, M. A. (Ed.). Handbook of psycholinguistics. San Diego, CA: Academic Press, 849-894.
28. Richards, A. & French, C. (1992). An anxiety-related bias in semantic activation when processing threat/neutral homographs. The Quarterly Journal of Experimental Psychology, 45A, 503-525.
29. Rost, D. H. & Schermer, F. J. (1989). The various facets of test anxiety. In Schwarzer, R., van der Ploeg, H. M. & Spielberger, C. D. (Eds.). Advances in test anxiety research. Vol. 6. Amsterdam: Swets & Zeitlinger, 37-52.
30. Sarason, I. G. & Sarason, B. R. (1990). Test anxiety. In Leitenberg, H. R. (Ed.). Handbook of social and evaluation anxiety. New York: Plenum Press, 475-495.
31. Schwarzer, R. (1986). Self-related cognitions in anxiety and motivation: An introduction. In Schwarzer, R. (Ed.). Self-related cognitions in anxiety and motivation. Hillsdale, NJ: Erlbaum, 1-17.
32. Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4, 27-41.
33. Spielberger, C. D. & Díaz-Guerrero, R. (1975). IDARE: Inventario de ansiedad, rasgo y estado [STAI: State Trait Anxiety Inventory]. México: El Manual Moderno.
34. Spielberger, C. D., Gonzalez, H. P., Talyor, C. J., Anton, W. D., Algaze, B., Ross, G. R. & Westberry, L. G. (1980). Test Anxiety Inventory. Preliminary professional manual. Palo Alto, CA: Consulting Psychologists Press.
35. Tallis, F., Eysenck, M. W. & Mathews, A. (1991). Elevated evidence requirements and worry. Personality and Individual Differences, 12, 21-27.
36. Vega, M. de, Carreiras, M., Calvo, M. G. & Alonso, M. (1990). Lectura y comprension. Una perspectiva cognitiva. [Reading and comprehension. A cognitive perspective]. Madrid: Alianza.